The S-TEAM Project (FP7): Best Practice in Science Education – A look at European Educational Policy
What is Science?
•Explanations of the material world •Based on observation and testing of theories against nature (facts, hypotheses, laws, theories) •Importance historically •Importance in a modern society
The State of Science Education in Europe
•Relevance is lacking
•Reforms in Pedagogy needed
•Girls less interested than boys with fewer choosing careers in physical science and engineering
•Reforms in curriculum needed (more human content)
Curriculum for Excellence in the Sciences: Developing inquiry based approaches toteaching for scientific literacy Dr Robert Evans Associate Professor, Department of Science Education, University of Copenhagen
Proposal Robert has developed and piloted the following two day workshop which aims to provide an opportunity to use inquiry based learning in Science to develop approaches to teaching for scientific literacy, using national statements of literacy from across the EU. It is proposed that Robert delivers this workshop to a group of Scottish Science Teachers on the 15th & 16th October 2010 in Glasgow with the intention that these teachers in turn could return to their establishments and offer the workshop to their colleagues.
Workshop Objectives Demonstrate pre‐workshop personal conceptions of scientific literacy and inquiry based science education by: Answering two open ended questions in writing Analyzing a video of a science teacher for evidence of use and non‐use of inquiry methods Be able to identify important and relevant characteristics of inquiry based scientific literacy through participating in a 30 minute science inquiry lesson. Be able to identify themes of scientific literacy from several EU countries in writing and from given concept maps Analyze videos of teaching for examples of good and/or deficient use of inquiry teaching methods in teaching for scientific literacy Create a short invitation to inquiry which exemplifies teaching at least one goal of scientific literacy from their country using inquiry based methods, and teach it to the group
How does this relate to Curriculum for Excellence? Sciences Principles and Practice Paper page 3:
The experiences and outcomes in science provide opportunities for children and young people to develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen; they also support the development of a range of skills for life and skills for work, including literacy, numeracy and skills in information and communications technology (ICT)
Best Practice in Science Education – A look at European Educational Policy
What is Science?
•Explanations of the material world
•Based on observation and testing of theories against nature (facts, hypotheses, laws, theories)
•Importance historically
•Importance in a modern society
The State of Science Education in Europe
•Relevance is lacking
•Reforms in Pedagogy needed
•Girls less interested than boys with fewer choosing careers in physical science and engineering
•Reforms in curriculum needed (more human content)
Read more ....
Curriculum for Excellence in the Sciences: Developing inquiry based approaches toteaching for scientific literacy
Dr Robert Evans
Associate Professor, Department of Science Education, University of Copenhagen
Proposal Robert has developed and piloted the following two day workshop which aims to provide
an opportunity to use inquiry based learning in Science to develop approaches to teaching
for scientific literacy, using national statements of literacy from across the EU. It is
proposed that Robert delivers this workshop to a group of Scottish Science Teachers on the
15th & 16th October 2010 in Glasgow with the intention that these teachers in turn could
return to their establishments and offer the workshop to their colleagues.
Workshop Objectives
Demonstrate pre‐workshop personal conceptions of scientific literacy and inquiry based science
education by:
Answering two open ended questions in writing
Analyzing a video of a science teacher for evidence of use and non‐use of inquiry methods
Be able to identify important and relevant characteristics of inquiry based scientific literacy through
participating in a 30 minute science inquiry lesson.
Be able to identify themes of scientific literacy from several EU countries in writing and from given
concept maps
Analyze videos of teaching for examples of good and/or deficient use of inquiry teaching methods in
teaching for scientific literacy
Create a short invitation to inquiry which exemplifies teaching at least one goal of scientific literacy
from their country using inquiry based methods, and teach it to the group
How does this relate to Curriculum for Excellence?
Sciences Principles and Practice Paper page 3:
The experiences and outcomes in science provide opportunities for children and young people to
develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills,
and develop attitudes and attributes of a scientifically literate citizen; they also support the
development of a range of skills for life and skills for work, including literacy, numeracy and skills
in information and communications technology (ICT)
[[http://www.ltscotland.org.uk/Images/sciences_principles_practice_tcm4‐540396.pdf|www.ltscotland.org.uk/Images/sciences_principles_practice_tcm4‐540396.pdf]S-TEAMCollected papers No. 5Teacher Professional Development ProgrammesOctober 2010 Read full report...